Jordanian mothers' knowledge of infants' childrearing and developmental milestones

• Published in: International nursing review 2016-03, Vol.63 (1), p.50-59
• Main Authors: Safadi, R.R., Ahmad, M., Nassar, O.S., Alashhab, S.A., AbdelKader, R., Amre, H.M.
• Format: Article
• Language: English
• Subjects: Adolescent; Adult; Babies; Child; Child care; Child Development; Child psychology; Child Rearing - psychology; Child, Preschool; Childrearing; Childrearing Practices; Children; Cognitive development; Cross-Sectional Studies; Developmental Milestones; Educational programs; Emotional development; Emotions; Fathers; Female; Health care policy; Health Knowledge, Attitudes, Practice; Health services; Human growth; Humans; Infant; Infant Development; Infant, Newborn; Infants; Information sources; Jordan; Knowledge; Knowledge acquisition; Male; Maternal and infant welfare; Middle Aged; Mother-Child Relations; Mothers; Mothers - psychology; Mothers' Knowledge; Nurses; Nursing; Parent attitudes; Parent-child relations; Parenthood education; Parenting - psychology; Parenting skills; Parents & parenting; Policy making; Pregnancy; Skills; Social programs; Sociodemographics; Socioeconomic Factors; Traditional societies; Young Adult
• ISSN: 0020-8132; 1466-7657
• DOI: 10.1111/inr.12185

Aim This study explored Jordanian mothers' knowledge of infants' childrearing practices and developmental milestones, the socio‐demographic variables of relevance to knowledge, and sources of information that guide childrearing practices. Background Parents' knowledge is considered the frame of reference for parents' interpretations of their children's behaviors and provides the basis for having the appropriate expectation of the child's developmental stage. Parents' knowledge of childrearing is essential for children's physical, cognitive and emotional development. Methods A cross‐sectional design using a modified version of MacPhee's ‘Knowledge of Infant Development Inventory’ was used to assess 400 mothers' knowledge of infants' childrearing and developmental milestones, in Amman, Jordan. Results Mothers were found to be more knowledgeable in physical and safety skills and less in cognitive, emotional, and parent‐infant interaction skills. Parental age, education, parity and planned pregnancy had limited influence on developmental milestones knowledge. Formal and informal sources of information were used conforming to traditional societies. Discussion and conclusion Results were congruent with findings from other studies in the region and similar traditional societies. Results allude to conclusion that mothers resort to informal sources and traditional practices to replace formally structured programmes when absent. Implications for nursing and health policy Healthcare professionals, nursing schools and healthcare policy makers are encouraged to develop and institute a holistic approach encompassing physical, cognitive, emotional and parent‐infant interaction domains in childrearing educational programmes. Structured parenting programmes for mothers and culturally accepted sources of information for fathers are essential to enhance parenting skills among Jordanian couples.